"The real genius of this book is that it is written by teachers, for teachers. All of the authors in this book know what classrooms are like. This means that authenticity and integrity pervade every chapter in the book. Teachers will immediately sense this authenticity on their way to realizing that the book offers an endless supply of useful suggestions." -From the Coda by P. David Pearson For those of us who teach comprehension strategies, Comprehension Going Forward is as near to the ultimate PD experience as we can get. Imagine a professional learning community where you could sit in as... <ul>
<li>
Ellin Keene and Debbie Miller swap best practices </li> <li>
Stephanie Harvey and Harvey "Smokey" Daniels compare instruction across the grades </li> <li>
Anne Goudvis and Tanny McGregor share ways to infuse comprehension into every subject area </li> <li>
Cris Tovani and Nancy Commins apply the strategies to help struggling readers, English learners, and special-needs students. </li> </ul>
 In Comprehension Going Forward, you'll meet up with 17 leading practitioners and researchers for an energetic, personal, and frequently irreverent conversation on what great comprehension instruction looks like, what an amazing range of applications it has for all students, and what we can do better. Not only do figures such as Susan Zimmerman and P. David Pearson include their own chapters, but, like any exciting conversation, they point out their favorite parts of one another's chapters-highlighting discussion topics for teacher study groups along the way. Read Comprehension Going Forward and RSVP to a get-together that no one who teaches reading will want to miss. Enter this powerful, lively conversation about how we can improve all readers' comprehension today and join some of your favorite authors as they reach for a tomorrow where every child reads with deep understanding. "Each author takes the comprehension strategies as a starting point, and then reaches out toward a different set of applications, extensions, and practices. But everyone is connected by the research base on comprehension instruction and by our common goal: to provide every child in America with an "All-Access Pass" to literacy." -From the editor's introduction by Harvey "Smokey" Daniels

Comprehension Going Forward: Where We Are and What's Next

Daniels, Harvey "Smokey"

Keene, Ellin Oliver

Bennett, Samantha

Miller, Debbie

Harvey, Stéphanie

Goudvis, Anne

Tovani, Cris

Zimmermann, Susan

Hutchins, Chryse

Pearson, P. David

Buhrow, Brad

McGregor, Tanny

Cervetti, Gina

Blauman, Leslie

Larner, Marjorie

Upczak Garcia, Anne

Commins, Nancy L.

Reference

Heinemann

Comprehension Going Forward (Print eBook Bundle): Where We Are and What's Next

Education & Teaching

Daniels, Harvey

Schools & Teaching

Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors. *Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings. *Part III offers the authors' own interpretations of the issues raised throughout the text, outlines a number of ways in which teachers can continue to explore these topics, and includes exercises for further reflection. A glossary and annotated bibliography are provided. This text is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching.

Linguistic Diversity and Teaching (Reflective Teaching and the Social Conditions of Schooling Series)

Routledge

The linguistically diverse population is the fastest growing segment of the student population. Educators are beginning to realize that a "models" approach to designing programmes for linguistically diverse students does not work, whereas a decision-making approach accommodates the variety of needs presented by these students. This volume offers the integration of the knowledge regarding English as a second language and bilingual instruction across the curriculum, presented with a process for incorporating them into a complete programme that lies precisely within the goals and realities of schools. It should prove useful to professors and graduate students of educational administration, teacher education, students of bilingual and ESL courses, inservice practitioners, curriculum developers, policy makers, and professionals in bilingual administration.

Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (Language & Literacy Series)

Miramontes, Ofelia B.

Nadeau, Adel

Teachers College Pr

Book by Miramontes, Ofelia B., Nadeau, Adel, Commins, Nancy L.

Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (Language and Literacy Series)

This bestselling book addresses a major instructional and policy concern in public education―how personnel and resources can best be utilized to develop strong instructional programs for a culturally and linguistically diverse (CLD) student population. This meticulously updated second edition incorporates the experience that the authors have gained since the publication of the first edition in 1997. The changes not only reflect the current state of affairs in education, but also what has been learned from the many schools that have used the framework successfully. 
Useful to prospective and current teachers and essential for educational administrators and policymakers, this new edition includes: 
<ul>
<li> Activities in every chapter based on the authors’ professional development work in schools.</li>
<li> New templates, tools, exercises, and case studies.</li>
<li> A new chapter on standards-based differentiated instruction and assessment.</li>
<li> Attention to populations that have increased in U.S. schools, such as immigrant refugees from around the globe.</li>
<li> New features to support teacher study groups, such as guided discussion questions.</li>
</ul>
Comments from Users of the First Edition:
“It is imperative that administrators familiarize themselves with this book―it addresses the issues revolving around student achievement for not only ELLs, but ALL students.” ―Catherine Baldwin-Johnson, Director, ESL/Dual Language Programs, Diverse Learners Department
“We’ve been searching for a framework, one that is strong, practical, well-researched, and takes into account ALL students. This book addresses it all. What a gem.” ―Constance Kowal, Schoolwide Instructional Coach (Secondary)
“This book will give educators the power to speak with confidence about the issues at hand. Knowledge is power.” ―Gavin Dunnet, ESL Dual Language Resource Specialist

Business & Money

Management & Leadership

Teachers' College Press

Linguistic Diversity and Teaching

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Books by Commins, Nancy L.